The New Zealand Curriculum Stocktake, undertaken between 2000 and 2003, signalled a more coherent and fluid approach to curriculum processes, and support for school-based decisionmaking around curriculum design and implementation.
The subsequent Curriculum Marautanga Project (Ministry of Education, 2004) promised a “reframing, refocus and revitalisation” that seemed positive for the social sciences learning area of the curriculum.
I looked forward to a strengthening of the social sciences, a reduction and clarification of achievement objectives, and support for exciting opportunities opened up by the Years 1-13 Social Studies in the New Zealand Curriculum (Ministry of Education,1997a) for Years
11-13 social sciences options.
This article argues that The New Zealand Curriculum Draft (Ministry of Education, 2006) frames a politically adjudicated and limiting conception of a social sciences learning area. It is my view that this framing rejects the dynamic and interrelated nature of social sciences, invalidates social studies, and suggests an unquestioning positioning of teachers and learners.
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